cyryl hikes a distance of 0.75 kilomiters in going to school every day draw a number line to show the distance ​

From the discriminant of the give quadratic equation, the temperature of the machine will part after 50 minutes of operation.

The given equation that models the temperature of the machine is;

T = -0.005x² + 0.45x + 125

Let check if there's a value that exists for T = 135

Putting T = 135 in the given equation,

135 = -0.005x² + 0.45x + 125

We can simplify this to;

0.005x² - 0.45x + 10 = 0

From the general form of quadratic equation which is ax² + bx + c = 0, where a = 0.005, b = -0.45, and c = 10.

The discriminant of this quadratic equation is given by:

D = b² - 4ac

= (-0.45)² - 4(0.005)(10)

= 0.2025 - 0.2

= 0.0025

The discriminant of the equation is positive which indicates we have two roots. Therefore, the temperature of the machine part will cross 135°F at some point during the operation.

We can also find the roots of the quadratic equation using the formula:

[tex]x = (-b \± \sqrt(D)) / 2a[/tex]

Substituting the values of a, b, and D, we get:

[tex]x = (0.45 \± \sqrt(0.0025)) / 2(0.005)\\= (0.45 \± 0.05) / 0.01[/tex]

Taking the positive value, we get:

x = 50

Therefore, the temperature of the machine part will cross 135°F after 50 minutes of operation.

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If 2 books are chosen at random, then the probability that both are statistics books is (a) 1/21.

The number of statistics book in bookcase is = 2;

The number of biology books in bookcase is = 5;

So, the total number of books is = 7;

The Probability of choosing a statistics book on the first draw is 2/7, since there are 2 statistics books out of a total of 7 books.

After the first book is chosen, there will be 6 books left, including 1 statistics book out of a total of 6 books.

So, the probability of choosing another statistics book on the second draw is 1/6.

In order to find the probability of both events happening together (i.e. choosing 2 statistics books in a row), we multiply the probabilities of each event:

So, P(choosing 2 statistics books) = P(1st book is statistics) × P(2nd book is statistics given that the 1st book was statistics);

⇒ (2/7) × (1/6)

⇒ 1/21

Therefore, the required probability is (a) 1/21.

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The given question is incomplete, the complete question is

A bookcase contains 2 statistics books and 5 biology books. If 2 books are chosen at random, the chance that both are statistics books is

(a) 1/21

(b) 10/21

(c) 11

(d) 21/11

The measure of angle BAC is 55°, which is closest to option B (50°).

The ratio of the length of the side directly opposite an acute angle to the side directly adjacent to the angle is known as the tangent in trigonometry. Only triangles with straight angles can have this.

Let's give the angles shown in the diagram the following labels:

Angle ACD = 55°

Angle ABD = 35°

Angle BCD = 90°

To determine the size of angle ABC, we can use the knowledge that a triangle's total angles equal 180°. Because the straight line formed by angles ABD and BCD, we have:

[tex]Angle ABC = 180° - Angles ABD and BCD.[/tex]

[tex]Angle ABC = 180° - 35° - 90°Angle ABC = 55°[/tex]

Given that triangle ABC has two angles, we can use the knowledge that a triangle's total of angles equals 180° to determine the size of angle BAC:

[tex]Angle BAC = 180° - Angle ABC - Angle ACBAngle BAC = 180° - 55° - 70°Angle BAC = 55°[/tex]

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It is most similar to option B (50°) when the angle BAC is 55°.

What is a tangent angle?

The tangent in trigonometry is the length of the side directly opposite an acute angle divided by the length of the side directly next to the angle.

This property can only be found in triangles with straight angles.

Let's give the angles shown in the diagram the following labels:

Angle ACD = 55°

Angle ABD = 35°

Angle BCD = 90°

We can use the fact that a triangle's total number of angles is 180° to calculate the size of angle ABC. due to the fact that the straight line created by angles ABD and BCD

Triangle ABC has two angles, so we can use the fact that a triangle's sum of angles is 180° to calculate the size of angle BAC.

Therefore, the BAC measurement is 55°, which is closest to option B's 50°.C is 55°, which is closest to option B (50°).

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Therefore, the length of segment AB is approximately 7.4 units.

Area is a mathematical concept that describes the size of a two-dimensional surface. It is a measure of the amount of space inside a closed shape, such as a rectangle, circle, or triangle, and is typically expressed in square units, such as square feet or square meters. The area of a shape is calculated by multiplying the length of one side or dimension by the length of another side or dimension. For example, the area of a rectangle can be found by multiplying its length by its width.

Here,

To find the radius of the circle, we can use the formula for the area of a sector:

Area of sector = (θ/360) x π x r²

where θ is the central angle of the sector in degrees, r is the radius of the circle, and π is approximately 3.14.

We're given that the area of sector COD is 50.24 square units and the central angle of the sector is 90°. So we can plug in these values and solve for r:

50.24 = (90/360) x 3.14 x r²

50.24 = 0.25 x 3.14 x r²

r² = 50.24 / (0.25 x 3.14)

r² = 201.28

r = √201.28

r ≈ 14.2

Therefore, the radius of the circle is approximately 14.2 units.

Next, we need to find the length of segment AB. Since AB is a chord of the circle, we can use the formula:

AB = 2 x r x sin(θ/2)

where θ is the central angle of the sector in degrees, r is the radius of the circle, and sin() is the sine function.

We're given that the central angle of sector COD is 30°. So we can plug in this value and the radius we found earlier to solve for AB:

AB = 2 x 14.2 x sin(30/2)

AB = 2 x 14.2 x sin(15)

AB ≈ 7.4

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Therefore, the possible number of pens in the box is p, where p is greater than 135.

Inequality refers to a situation in which there is a difference or disparity between two or more things, usually in terms of value, opportunity, or outcome. Inequality can take many forms, including social, economic, and political inequality.

Inequalities are mathematical expressions that compare two values using the symbols < (less than), > (greater than), ≤ (less than or equal to), or ≥ (greater than or equal to). To solve an inequality, you need to isolate the variable (the unknown quantity) on one side of the inequality symbol and determine the range of values for which the inequality holds true.

Here are some general steps to solve an inequality:

by the question.

Let's say there are 'p' pens in the box. Each pack has more than 15 pens, so we can write the inequality:

p/9 > 15

Multiplying both sides by 9, we get:

p > 135

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Answer:

1 cubic meter = 1000000 cm cubed

Step-by-step explanation:

[tex]1m^3*10^6=1000000cm^3[/tex]

Answer:

1 cubic meter = 10000000 cm cube

Answer:

In mathematics, an inequality is a statement that compares two values, indicating that they are not equal, and specifies the relationship between them. In other words, an inequality expresses a relative difference between two values or quantities, rather than an exact equality.

There are different types of inequalities, but the most common ones involve comparisons between numerical values or algebraic expressions using inequality symbols, such as:

Greater than: x > y (read as "x is greater than y")

Less than: x < y (read as "x is less than y")

Greater than or equal to: x ≥ y (read as "x is greater than or equal to y")

Less than or equal to: x ≤ y (read as "x is less than or equal to y")

Inequalities can also involve multiple variables and can be used to describe ranges of values or conditions that must be satisfied. For example, x + y > 5 is an inequality that describes a region of the xy-plane where the sum of x and y is greater than 5.

Inequalities are used extensively in many areas of mathematics, including algebra, calculus, and optimization, and also have applications in other fields such as economics, physics, and engineering.

Step-by-step explanation:

The expression's fully factored form is:[tex]72x^{3} + 72x^{2} + 18x = 18x(4x^{2} + 1)(x + 1)[/tex]

Factored Value, also known as "trended value," is the base annual value plus a yearly inflation factor based on a variation in the cost if live that is not to exceed 2% and is set by the State Agency of Equalization.

Rewriting an expression as the sum of factors is referred to as factor expressions or factoring. For instance, 3x + 12y may be expressed as 3 (x + 4y), which is a straightforward equation. The computations get simpler in this method. Three or (x + 4y) were examples of factors.

We can factor out [tex]18x[/tex] from each term to simplify the expression:

[tex]72x^{3} + 72x^{2} + 18x = 18x(4x^{3} + 4x^{2} + 1)[/tex]

An expression enclosed in parentheses can now be calculated by grouping or factoring.

[tex]4x^{3} + 4x^{2} + 1 = (4x^{2} + 1)(x + 1)[/tex]

The expression's properly factored version has the following result,

[tex]72x^{3} + 72x^{2} + 18x = 18x(4x^{2} + 1)(x + 1)[/tex]

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The gravitational force that the moon produces on the Earth is approximately [tex]1.98 \times 10^{20}\ \mathrm{N}$.[/tex]

What is gravitational force?

Gravitational force is the force of attraction that exists between any two objects in the universe with mass. This force is directly proportional to the masses of the objects and inversely proportional to the square of the distance between their centers.

The gravitational force that the moon produces on the Earth can be calculated using the formula:

[tex]F = G \cdot \frac{m_1 \cdot m_2}{r^2}[/tex]

where:

[tex]G$ = gravitational constant = $6.67430 \times 10^{-11}\ \mathrm{N(m/kg)^2}$[/tex]

[tex]m_1$ = mass of the moon = $7.34 \times 10^{22}\ \mathrm{kg}$[/tex]

[tex]m_2$ = mass of the Earth = $5.97 \times 10^{24}\ \mathrm{kg}$ (approximate)[/tex]

[tex]r$ = distance between the centers of the Earth and the moon = $3.88 \times 10^8\ \mathrm{m}$[/tex]

Substituting these values into the formula, we get:

[tex]F &= 6.67430 \times 10^{-11} \cdot \frac{7.34 \times 10^{22} \cdot 5.97 \times 10^{24}}{(3.88 \times 10^8)^2} \&= 1.98 \times 10^{20}\ \mathrm{N}[/tex]

Therefore, the gravitational force that the moon produces on the Earth is approximately [tex]1.98 \times 10^{20}\ \mathrm{N}$.[/tex]

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Perfect numbers between 1 and n (where n is a positive integer) are 6, 28, 496, 8128.

A positive integer that is the sum of its appropriate divisors is referred to as a perfect number. The sum of the lowest perfect number, 6, is made up of the digits 1, 2, and 3. The digits 28, 496, and 8,128 are also ideal.

Perfect numbers are whole numbers that are equal to the sum of their positive divisors, excluding the number itself. Examples of perfect numbers include 6 (1 + 2 + 3 = 6), 28 (1 + 2 + 4 + 7 + 14 = 28) and 496 (1 + 2 + 4 + 8 + 16 + 31 + 62 + 124 + 248 = 496).

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The complete question is:

What are all the perfect numbers between 1 and n (where n is a positive integer)?

There are 92 elements in A but not in B.

In mathematics, a set is a well-defined collection of objects or elements. Sets are denoted by uppercase symbols, and the number of elements in a finite set is denoted as the cardinality of the set enclosed in curly braces {…}.

Empty or zero quantity:

Items not included. example:

A = {} is a null set.

Finite sets:

The number is limited. example:

A = {1,2,3,4}

Infinite set:

There are myriad elements. example:

A = {x:

x is the set of all integers}

Same sentence:

Two sets with the same members. example:

A = {1,2,5} and B = {2,5,1}:

Set A = Set B

Subset:

A set 'A' is said to be a subset of B if every element of A is also an element of B. example:

If A={1,2} and B={1,2,3,4} then A ⊆ B

Universal set:

A set that consists of all the elements of other sets that exist in the Venn diagram. example:

A={1,2}, B={2,3}, where the universal set is U = {1,2,3} 

n(A ∪ B) = n(A – B) + n(A ∩ B) + n(B – A)

Hence, There are 92 elements in A but not in B.

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Answer: 2/13

Step-by-step explanation:

There are four jacks and four tens in a standard deck of 52 cards. However, the jack of spades and the ten of spades are counted twice since they are both a jack and a ten. Therefore, there are 8 cards that are either a jack or a ten, and the probability of drawing one of these cards at random is:

P(Jack or Ten) = 8/52 = 2/13

So the answer is 2/13.

Step-by-step explanation:

a probability is airways the ratio

desired cases / totally possible cases

in each of the 4 suits there is one Jack and one 10.

that means in the whole deck of cards we have

4×2 = 8 desired cases.

the totally possible cases are the whole deck = 52.

so, the probability to draw a Jack or a Ten is

8/52 = 2/13

Using the power property to simplify the expression (9¹⁺⁴)⁷⁺², we have 9^7/8

Given the expression

(9¹⁺⁴)⁷⁺²

To simplify this expression using the power of a power property, we need to multiply the exponents:

(9¹⁺⁴)⁷⁺² = 9(¹⁺⁴ ˣ ⁷⁺²)

Simplifying the exponents in the parentheses:

(9¹⁺⁴)⁷⁺² = 9⁷⁺⁸ or 9^7/8

Therefore, (9¹⁺⁴)⁷⁺² simplifies to 9^(7/8).

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The cardinality of set A, n(A) = 29

The cardinality of a set is the total number of elements in the set

Given the Venn diagram here shows the cardinality of each set. To find the cardinality of set A, n(A), we proceed as follows.

Since the cardinality of a set is the total number of elements in the set, then cardinality of set A , n(A) = 9 + 8 + 3 + 9

= 29

So, n(A) = 29

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The answer is A, rhombus.

Answer:

Hence, factors are 3x,(x−4y).

Step-by-step explanation:

We need to factorise 3x 2 −12xy

Here we can take 3x common.

Thus we have 3x 2−12xy=3x(x−4y)

Hence, factors are 3x,(x−4y).

Answer: 3x ( x - 4y )

Step-by-step explanation:

Factorizing 3x²-12xy

3x ( x - 4y )

Answer:

What rotation centered about the origin maps (4, − 7) to (7,4) ? 90° counterclockwise 180° counterclockwise 270° counterclockwise I don't know. ←​

Step-by-step explanation:

To map the point (4, -7) to (7, 4) by a rotation centered about the origin, we need to find the angle of rotation and direction.

We can start by finding the vector from the origin to (4, -7), which is <4, -7>. We want to rotate this vector to the vector from the origin to (7, 4), which is <7, 4>.

To do this, we need to find the angle between these two vectors. Using the dot product, we have:

<4, -7> · <7, 4> = (4)(7) + (-7)(4) = 0

Since the dot product is zero, we know that the two vectors are orthogonal, and the angle between them is 90 degrees.

To map (4, -7) to (7, 4) with a 90-degree rotation counterclockwise, we can use the matrix:

[0 -1]

[1 0]

Multiplying this matrix by the vector <4, -7>, we get:

[0 -1] [4] = [-7]

[1 0] [-7] [ 4]

which corresponds to the point (-7, 4). This matches our desired endpoint, so the answer is 90° counterclockwise.

Answer:

90° counterclockwise

Step-by-step explanation:

I am not sure if the picture helps or not.  I am trying to show that I traced the point (4,-7).  Then I have a plus sign at (0,0).  I start rotating the tracing paper counterclockwise until  I get to the point (7,4).  I needed to turn one turn of the plus sign.  That would be 90°

Helping in the name of Jesus.

Answer:

Step-by-step explanation:

1st find v solving 3v + 1 = 7

3v + 1 = 7

3v = 7 - 1

3v = 6

v = 6 : 3

v = 2

v + 8 =

replace v with 2

2 + 8 = 10

Answer:

10

Step-by-step explanation:

Solve for the value of the variable, v, in the given equation of 3v + 1 = 7, by isolating the variable. Do the opposite of PEMDAS.

PEMDAS is the order of operations, and stands for:

Parenthesis

Exponents (& Roots)

Multiplications

Divisions

Additions

Subtractions

~

First, subtract 1 from both sides of the equation:

[tex]3v + 1 = 7\\3v + 1 (-1) = 7 (-1)\\3v = 7 - 1\\3v = 6[/tex]

Next, divide 3 from both sides of the equation:

[tex]3v = 6\\\frac{3v}{3} = \frac{6}{3} \\v = \frac{6}{3} \\v = 2[/tex]

Then, plug in 2 for v in the first given expression:

[tex]v + 8\\=(2) + 8\\=10[/tex]

10 is your answer for v + 8 when 3v + 1 = 7.

~

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a) Velocity vector v(t) = i - 2tj, Speed s(t) = sqrt(1 + 4t²), Acceleration vector a(t) = -2j. b) Velocity vector v(1) = i - 2j, Acceleration vector a(1) = -2j

This problem is about finding the velocity, speed, and acceleration vectors of an object moving in the xy-plane, described by a position vector r(t). We can find the velocity vector by taking the derivative of the position vector, and the speed by taking the magnitude of the velocity vector. The acceleration vector can be found by taking the derivative of the velocity vector. We can then evaluate the velocity and acceleration vectors at a given point by plugging in the coordinates of the point. This problem requires basic vector calculus and understanding of the relationship between position, velocity, speed, and acceleration vectors.

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Complete question is attached below

Answer:

To subtract 1/9 - 1/14, we need to find a common denominator. The smallest number that both 9 and 14 divide into is 126.

So, we will convert both fractions to have a denominator of 126:

1/9 = 14/126

1/14 = 9/126

Now we can subtract them:

1/9 - 1/14 = 14/126 - 9/126

Simplifying the right-hand side by subtracting the numerators, we get:

5/126

Therefore, 1/9 - 1/14 = 5/126 as an improper fraction.

Answer:

1/9-1/14

=14-9/9*14

=5/126

= 25 1/5

Answer:

x = 30

Step-by-step explanation:

We know

The three angles must add up to 180°. We know one is 20°, so the other two must add up to 160°.

2x + 3x + 10 = 160

5x + 10 = 160

5x = 150

x = 30

In one of his experiments conducted with animals, Thorndike found that cats learned to escape from a puzzle box is increased gradually

To quantify the learning process, Thorndike used a mathematical formula known as the Law of Effect equation. The equation is:

B = f(log S1/S2)

where B represents the strength of the behavior, S1 represents the satisfaction of the positive consequence, and S2 represents the degree of frustration or negative consequence.

In the context of Thorndike's puzzle box experiment, the Law of Effect equation can be used to describe how the cat's behavior changed over time as it learned to escape the puzzle box more quickly and efficiently. Initially, the cat's behavior was weak because it did not know which actions would lead to a positive outcome.

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Conversely, as the confidence level decreases, the margin of error becomes smaller, and the confidence interval becomes narrower.

In statistics, a confidence interval is a range of values that is likely to contain the true value of a population parameter (such as a mean or a proportion), based on a sample from that population. The confidence interval is typically expressed as an interval around a sample statistic, such as a mean or a proportion, and is calculated using a specified level of confidence, typically 90%, 95%, or 99%.

Here,

To develop a confidence interval, we need to use the following formula:

Confidence Interval = sample mean ± margin of error

where the margin of error is calculated as:

Margin of Error = z* (sample standard deviation/ √n)

where z* is the critical value from the standard normal distribution table based on the chosen confidence level.

a. For a 90% confidence interval, the critical value (z*) is 1.645. Thus, the margin of error is:

Margin of Error = 1.645 * (4 / √25) = 1.317

So, the 90% confidence interval for the population mean is:

30 ± 1.317, or (28.683, 31.317)

b. For a 95% confidence interval, the critical value (z*) is 1.96. Thus, the margin of error is:

Margin of Error = 1.96 * (4 / √25) = 1.568

So, the 95% confidence interval for the population mean is:

30 ± 1.568, or (28.432, 31.568)

c. For a 99% confidence interval, the critical value (z*) is 2.576. Thus, the margin of error is:

Margin of Error = 2.576 * (4 / √25) = 2.0656

So, the 99% confidence interval for the population mean is:

30 ± 2.0656, or (27.9344, 32.0656)

d. As the confidence level increases, the margin of error also increases, because we need to be more certain that our interval includes the true population mean. This means that the confidence interval becomes wider as the confidence level increases.

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After answering the provided question, we can conclude that slant height  of pyramid  [tex]= \sqrt((2/2)^2 + 5^2) = \sqrt(29) = 5.39 units.[/tex]

A pyramid is a polygon formed by connecting points known as bases and polygonal vertices. For each hace and vertex, a triangle known as a face is formed. A cone with a polygonal shape. A pyramid with a floor and n pyramids has n+1 vertices, n+1 vertices, and 2n edges. Every pyramid is dual in nature. A pyramid contains three dimensions. A pyramid is made up of a flat tri face and a polygonal base that come together at a single point known as the vertex. A pyramid is formed by connecting the base and peak. The edges of the base form triangle faces known as sides, which connect to the top.

            /\

          /    \

        /         \

      /______\

         5

         |

         |

         |

         |

         |

         2

The square pyramid in the diagram above has a two-unit-long square base and four five-unit-high triangular faces. The Pythagorean theorem can be used to calculate the slant height of each triangular face:

slant height [tex]= \sqrt((2/2)^2 + 5^2) = \sqrt(29) = 5.39 units.[/tex]

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The ROC of a given signal's Z-transform can be determined without actually computing the Z-transform by identifying the maximum and minimum magnitude of the signal and checking for any poles of the Z-transform within the resulting annular region.

Let's take a signal as an example, suppose x[n] = {1, -2, 3, -4, 5}. In order to determine the ROC of its Z-transform, we are firstly required to first look for any regions in the complex plane where the sum of the absolute values of the Z-transform is found finite. It can be done by looking for the maximum and minimum magnitude of x[n] and denote them as R1 and R2 respectively. Then, the ROC of the Z-transform will be the annular region between R1 and R2, excluding any poles of the Z-transform that lie within this annular region.

In this case, the maximum absolute value of x[n] is 5 and the minimum is found being 1. So, the ROC of the Z-transform will be the annular region between |z| = 1 and |z| = 5. We can denote this as 1 < |z| < 5. We also need to check if there are any poles of the Z-transform within this annular region. Since we haven't actually computed the Z-transform, we cannot determine the exact location of any poles.

However, we can check for any values of z that would make the Z-transform infinite. For example, if x[n] is a causal signal (i.e., x[n] = 0 for n < 0), then the ROC cannot include any values of z for which |z| < 1, since this would make the Z-transform infinite.

So, the ROC of the Z-transform for the given signal x[n] can be written as 1 < |z| < 5, assuming that x[n] is a causal signal.

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The complete question is :

Can you explain how to determine the ROCs (regions of convergence) for the Z-transform of a given signal without actually computing the Z-transform? Please provide an example signal with random data and demonstrate how to find its ROCs using this method.

Step-by-step explanation:

Use the 110 to find the 70 degree angle   (they form a straight line = 180°)

   then 70 + 64 + R angle = 180°    ( sum of angles of a triangle)

        then  :    R angle = 46°

then the R angle + 2x-10 = 90°    ( because the two lines are perpendicular)

(2x -10)°   + 46 °  = 90 °

x = 27

The equation that represents the value of the collection after 5 years is:

Value of collection after 5 years = 190 x (1 + 0.06)^5

Explanation:

To calculate the value of the collection after 5 years, we need to use the compound interest formula. This formula is represented as A = P x (1 + r)^n, where P is the principal amount (initial value of the collection), r is the rate of interest (in this case, 6%), and n is the number of years (in this case, 5).

Therefore, the equation for the value of the collection after 5 years is:

Value of collection after 5 years = 190 x (1 + 0.06)^5

This can also be written as:

Value of collection after 5 years = 190 x 1.31 (1.31 is the result of (1 + 0.06)^5)

Therefore, the value of the collection after 5 years is $246.90.

Answer: 254.26

Step-by-step explanation:

if we  that Abby spent 50% of her time on School, 30% on Work, and 20% on Sleep, we can estimate that she spent:

100% - (50% + 30% + 20%) = 100% - 100% = 0% on Other.

If Abby divided her time into four categories (School, Work, Other, and Sleep), the percentage she spent on Other would be 100% less the sum of the percentages she spent on School, Work, and Sleep.

So, assuming Abby spending 50% of her time at school, 30% at work, and 20% sleeping, we can estimate she spent:

On Other, 100% - (50% + 30% + 20%) = 100% - 100% = 0%.

However, this is just a guess based on assumptions about how Abby spent her time. It's difficult to provide a more accurate estimate without more information.

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Answer:

x²  + 4x - 6

Step-by-step explanation:

x(x + (1 + x) + 2x) - 3(x² - x + 2) ← simplify parenthesis on left

= x(x + 1 + x + 2x)  - 3(x² - x + 2)

= x(4x + 1) - 3(x² - x + 2) ← distribute parenthesis

= 4x² + x - 3x² + 3x- 6 ← collect like terms

= x² + 4x - 6